摘要
以学生核心素养与数学教学关联一致性的程度为标准,提出基于数学学科核心素养进行数学教学类型划分的三个研究视角,视角1:数学教学目标是否蕴含核心素养的育人价值;视角2:数学教学内容是否与核心素养建立实质联系;视角3:数学教学评价是否以发展学生核心素养为依据。基于此,将当前的数学教学分成四种类型,类型1:未关联的数学教学;类型2:"双基"关联的数学教学;类型3:"问题解决"关联的数学教学;类型4:"理性思维"关联的数学教学。
Three research perspectives were put forward on the classification of mathematics teaching types based on the key competences of mathematics.Perspective 1:whether mathematics teaching goals contains the key competences education value;2:whether the content of mathematics teaching is to establish substantial connection with key competences;3:whether mathematics teaching evaluation is based on developing students’key competences.The current mathematics teaching is divided into four types,type 1:not associated mathematics curriculum;type 2:“double-base”associated mathematics curriculum;type 3:“problem solving”associated with mathematics curriculum;type 4:“rational thinking”associated with mathematics curriculum.
作者
朱立明
ZHU Li-ming(School of Education,Tangshan Normal University,Tangshan 063000,China)
出处
《唐山师范学院学报》
2020年第3期148-152,共5页
Journal of Tangshan Normal University
基金
河北省教育科学研究“十三五”规划课题一般资助项目(1903130)。
关键词
数学学科核心素养
教学类型
一致性
mathematics key competences
teaching design
alignment
